Acts of Resilience and Resistance: Persistence by Autistic College Students

Autor/in	O'Laughlin, Carolyn A.
Titel	Acts of Resilience and Resistance: Persistence by Autistic College Students
Quelle	(2023), (191 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2963-4
Schlagwörter	Hochschulschrift; Dissertation; Autism Spectrum Disorders; Academic Persistence; College Students; Student Experience; Student School Relationship; Relevance (Education); Resilience (Psychology); Teacher Role; Social Capital + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autism; Autismus; Collegestudent; Studienerfahrung; Schüler-Lehrer-Beziehung; Relevance; Relevanz; Lehrerrolle; Sozialkapital
Abstract	The number of autistic students pursuing postsecondary education continues to increase, but they do not persist, graduate, or maintain post-graduate employment at the same rate as their allistic (non-autistic) peers. Using a critical theoretical lens and exploring persistence from Schlossberg's transition theory (1981,) this narrative inquiry study explores the stories of eight autistic college students and the experiences they identify as leading to their college persistence. Participants, recruited with assistance from the College Autism Network and the Autistic Self-Advocacy Network, attended different types of postsecondary institutions and came from various geographic areas of the United States. Each participated in two virtual interviews. The researcher and participant co-created a visual timeline document in the first interview to capture and contextualize experiences. In the second interview, participants reflected on and evaluated those experiences and their role in persistence. Using conventions from the theater, the author introduces three "Acts" that emerged from the narrative analysis, Belonging, Relevance, and Making Space. Belonging and Relevance are "evaluative acts", whereby students' experiences highlight the ways they evaluate the institution regarding "Do I matter?" (Belonging) and "Does this matter?" (Relevance). Making Space is a declarative act where students create relationships, boundaries, and community through advocacy. These findings have practical and theoretical applications for post-secondary education, particularly in ways educators can (a) intentionally communicate belonging, (b) provide clear and direct information regarding the alignment of tasks/expectations/processes to larger goals, and (c) share social capital and encourage the leadership of autistic students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01